Jurnal Pendidikan IPA Indonesia
http://journal.unnes.ac.id/index.php/jpiiENHANCEMENT OF SCIENCE STUDENTS’ PROCESS SKILLS
THROUGH IMPLEMENTATION OF GREEN LEARNING METHOD
(GeLeM) WITH CONSERVATION-BASED INQUIRY APPROACH
E. N. Savitri*
1, I. U. Wusqo
1, M. W. Ardhi
2, P. D. Putra
31Department of Integrated Science, Faculty of Mathematics and Natural Sciences,
Universitas Negeri Semarang, Indonesia
2Department of Biology Education, FKIP, Universitas PGRI Madiun, Indonesia 3Educational Division, Graduate School of Science and Technology, Shizuoka University, Japan
DOI: 10.15294/jpii.v6i2.11286
Accepted: March 28th, 2017. Approved: July 30th, 2017. Published: October 17th, 2017.
ABSTRACT
The inquiry of science teaching aims to encourage the ability to think, work and be scientific and communicate as an important aspect of life skills. Inquiry learning with Green Learning Method (GeLeM) focuses on the abil-ity to think, work and be scientific. The data collection was conducted in the Department of Integrated Science, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Semarang on the course of General Biology, even semester of the academic year 2016/2017. The results show that application of method “GeLeM” can increase the average of cognitive value, learning response and the ability of students’ Science Process Skill (SPS) in science learning especially biology in the material of the diversity of living creatures. Common biology lectures that use the method of Green Learning Method (GeLeM) can be collaborated with instilling conserva-tion horizon on the students. The conclusion of this study is that Green Learning Method (GeLeM) can improve student cognitive result and science process skill in science learning. In addition, students are also able to find the concept that comes from the environment (nature), students can also love and care for the environment as a vehicle for learning.
© 2017 Science Education Study Program FMIPA UNNES Semarang
Keywords: Science Process Skill (SPS); Green Learning Method (GeLeM); inquiry; conservation
INTRODUCTION
Science Learning (Science) has an impor-tant position in the development of the character of society and nation due to the progress of scien-ce which is growing very rapidly, the position of science that can be transferred in other fields, as well as science which contained the content of values and attitudes on which the formation of human character (Widowati, 2017). The process of learning science should include three aspects that must be obtained by students, namely the skills of cognitive thinking (minds on), psycho-motor skills (hands on), and social skills (hearts on).
Science learning provides an opportunity to describe objects and events, ask questions, gain knowledge, and construct explanations of natural phenomena, test explanations of natural pheno-mena, test explanations in various ways and com-municate them to others (Wahyuni, et al., 2017). Thus, knowledge of science is obtained through a process using scientific methods and provides op-portunities for learning experiences, for example through reading, discussion, experimenting, ma-king a summary and observing natural phenome-na (Ngabekti, et al., 2017). Knowledge of science is obtained through a process using scientific met-hods. It provides an opportunity to gain learning experience through reading, discussion, experi-menting, making a summary, and observing na-tural phenomena (Sayekti et al., 2012).
*Address Correspondence:
E. N. Savitri et al./ JPII 6 (2) (2017) 237-244 Inquiry learning is one effective learning
approach that can help students improve thinking skills by using higher mental processes and criti-cal thinking skills (Astuti et al., 2013). According Yuniyanti et al., (2012), inquiry learning aims to provide a way for students to build intellectual skills (thinking skills) related to reflective thinking processes. If thinking is the main goal of educati-on, then there must be ways to help individuals to build that ability.
The inquiry learning stages are identifying and asking questions, designing and conducting experiments, analyzing data and evidence, ex-plaining and delivering the findings. This is in harmony with the skills that form the foundation for applying the scientific method or otherwise known as the science process skill. In addition to emphasizing the process of discovery (inquiry), science learning will also be more meaningful if it is done without overriding the principles of con-servation so that it can form a character that cares about the environment and local culture (conser-vation). It is intended that the learning from the environment is still runningand the environment can be well maintained. Learning by using inqui-ry approach according to Towndrow et al., (2008) is part of science.
According Trianto (2007) inquiry strategy means a series of learning activities that involve maximally all the ability to search and investiga-te the sysinvestiga-tematic, critical, logical, and analysis so that it can formulate their own concept of the discovery with full confidence. The main targets of inquiry learning activities are (1) maximal student involvement in the learning process; (2) logical and systematic activity harassment on learning objectives; (3) developing students’ self-confidence about what is found in the inquiry process.
According to Putra (2013) inquiry can be grouped into 3, namely: guided inquiry Approa-ch, free inquiry, and free modified inquiry. All in-quiry activities involve process skills that include basic process skills, measurement and calculation skills, experimental planning skills, and the skills of processing and presenting data (Nur, 2011). Learning by inquiry method in the laboratory is also very effective in developing the skills of students’ science process schools (Khan & Iqbal, 2011).
Green Learning refers to the Green Te-acher learning model that has been coined and adopted from the term green teacher which was launched on February 28th, 2009 with the sup-port of the Ministry of Environment. By refer-ring to the operational explanation of the green
teacher, the concept of operational expression of green learning in the concept of college learning is (a) to give students the opportunity to develop a personal relationship with nature to provide stu-dent more knowledge as a teacher candidate; (b) to emphasize the relationship with other people or species; (c) future-oriented; (d) proficient use of mass media (ICT); (e) to include traditional knowledge and local wisdom; (f) to integrate several related disciplines; (g) awareness in lear-ning in nature; (h) to utilize natural resources as a source of learning (Ardhi et al., 2014)
The use of GeLeM method can build cog-nitive aspect through concept discovery activity. The affective aspect can be built through coope-ration activities among students at the time of learning, while in psychomotor aspects; inquiry learning is able to grow students’ skills in working scientifically. Scientific work skills are underta-ken by students in science learning, especially in general biology courses. These skills referred to science process skills (Ardhi et al., 2014).
Scientific process skills can be interpreted as an insight into the development of intellectual, social, and physical skills that come from the fun-damental ability that already exists. Scientific pro-cess skills provide a proper understanding of the nature of science and can experience the stimu-lus of knowledge (Dimyati & Mudjiono, 2009). According to Wibowo et al. (2013), process skill is a teaching-learning approach that leads to the development of fundamental mental, physical and social abilities as a driver of higher abilities within an individual. The process skill approach emphasizes the growth and development of cer-tain skills in an individual so that they are able to process the information to discover new and use-ful things in the form of facts, concepts and the development of attitudes and values. Scientific process skills according to Yulianti & Wiyanto, (2009) is the ability or ability to carry out an acti-on in learning science so as to produce cacti-oncepts, theories, principles, laws, or facts or evidence.
Yulianti & Wiyanto (2009) divide the pro-cess skills into basic science propro-cess skills and integrated science process skills. According to Dewi (2008), basic science process skills consist of six skills, namely observation skills, classifica-tion skills, communicaclassifica-tion skills, measurement skills, prediction skills, and inference skills.
There has been a lot of research done by using natural media around, but the method of Green Learning is a method of learning in natu-re that uses natural media in learning as well as invites students to recognize and analyze environ-mental problems used as learning resources. The
objective of this research is to know the impro-vement of science process skill and the improve-ment of cognitive learning result of IPA students as implementation of Green Learning Method (GeLeM) with conservation-based inquiry ap-proach.
METHODS
This research is a classroom action rese-arch, conducted in accordance with student lectu-re schedule to obtain optimal lectu-results through the most effective way and procedure. This research is defined as one form of research that is reflec-tive with the reasons to perform certain actions in order to improve the quality of learning in the classroom.
Data collection was conducted at Integra-ted Science Department, Faculty of Mathema-tics and Natural Sciences (FMIPA) Universitas Negeri Semarang in the subject General Biolo-gy course, even semester of the academic year 2016/2017. Population in this research is all stu-dents of even semester in Integrated Science De-partment of FMIPA UNNES who take general biology course in the even semester of the acade-mic year 2016/2017. The research subjects con-sist of 68 students who are divided into group 1
and group 2. Samples are taken by using purposi-ve sampling technique. The chosen subjects were students from group 2 consisting of 34 students.
The implementation stage of this research consists of several stages, namely observation, reflection and evaluation. Qualitative data were analyzed using flow method. The paths in the qualitative data analysis include: data reducti-on, data presentation and conclusion (Sugiyono, 2013).
RESULTS AND DISCUSSIONS
Classroom action research was carried out for 3 cycles through the implementation of 1 time face to face which is a cycle of action learning. Any findings obtained during each cycle during specific learning activities will be observed in the aspects of cognitive assessment, learning respon-se questionnaire, and obrespon-servation of SPS capabi-lity in each student in an experimental class. Pre-Cycle Stage
Learning activities at the pre-cycle stage were conducted using discussion and question and answer method without using “Green Lear-ning Method”. The result of the students’ evalua-tion at the pre cycle stage can be seen in Table 1.
Cognitive Response PPP
Int. Frek. % Int. Frek. % Int. Frek. %
58-62 2 5,9 34-43 2 5,88 79-81 1 2,94 63-67 3 8,8 44-53 5 14,71 82-84 0 0,00 68-72 9 26,5 54-63 6 17,65 85-87 16 47,06 73-77 14 41,2 64-73 16 47,06 88-90 10 29,41 78-82 4 11,8 74-83 3 8,82 91-93 4 11,76 83-87 2 5,9 84-93 2 5,88 94-96 3 8,82
Table 1. Score Distribution of Pre-Cycle Stage
E. N. Savitri et al./ JPII 6 (2) (2017) 237-244
The value of SPS in the pre cycle stage in-dicates that the most value group is at the 85-87 value interval. However, the distribution of the values is not evenly distributed. There are still students who are at interval 79-81 so it is still pos-sible to increase the student’s SPS.
Cycle 1 Stage
In the learning activity of cycle 1, the ma-terial of Protista was held in 1 meeting. In accor-dance with the planning in RPS, learning activi-ties has been implemented by applying the Green Learning Method using observation methods and surrounding environmental media. At Protista’s learning, students took samples from the environ-ment to be observed using a microscope. Samples are taken from the surrounding environment in the form of wetland water and potential river wa-ter containing species from Kingdom Protista to be observed.
At the time of sampling, students are in-vited to observe the environment and analyze the environment. If the students observed the envi-ronmental problem, then they were immediately asked to discuss to solve the problem. Then the results of observations under the microscope were drawn on the worksheet that has been provi-ded. The result of recapitulation of student achie-vement in cycle 1 can be seen in Table 2.
The results of the pre-cycle learning achie-vement in Figure 1 show that the achieachie-vement of cognitive values is mostly obtained by the stu-dents at the interval of 73-77 and many others are in the 68-72 intervals. This shows the need to improve the quality of learning to improve stu-dent learning outcomes, one of which is done by using the method of learning “Green Learning” (GeLeM) which is implemented in several cycles to get quality learning outcomes.
Learning outcomes to be achieved in this study is that most students get a minimum value of AB (interval value 81-85). In addition to cog-nitive results, observations of learning responses are also conducted. The following is the result of students’ learning response on achievement in pre cycle stage.
The condition of the learning response on the pre cycle of value dominance is at 64-73 va-lue intervals. The circumstances indicate that the learning can still be improved in order to increase student responses to learning. Efforts are made by applying the learning method “GeLeM”.
With this method, it is expected that there will be an increase in student cognitive outcomes as well as a good response at the time of learning (students are interested in attending lectures). In addition to cognitive results, the students’ science process skill (SPS) is also assessed.
Table 1. Distribution of Students’ Scores in the First Cycle
Cognitive Response SPS
Int. Frek. % Int. Frek. % Int. Frek. %
59-64 7 20,6 54-59 2 5,88 82-83 6 17,65 65-70 5 14,7 60-65 3 8,82 84-85 3 8,82 71-76 7 20,6 66-71 10 29,41 86-87 4 11,76 77-82 9 26,5 72-77 12 35,29 88-89 7 20,59 83-88 5 14,7 78-83 5 14,71 90-91 6 17,65 89-94 1 2,9 84-89 2 5,88 92-93 8 23,53
In learning activity of cycle 1, achieve-ment of cognitive value is in value group with value limit above 77 equal to 44,1%, while value limit below 76 equal to 55.9%. The condition has not shown any significant improvement from pre-cycle. This can happen because students are still in adjustment to the application of learning with the method “GeLeM”. Learning atmosphe-re in the first cycle of the first time applied met-hod “GeLeM”, so generally, there is a decline in scores of pre-cycle that has not applied method “GeLeM”.
For class avreage score, cycle 1 achieved 74 which indicates a slight increase from pre-cycle average of 73. This is because in the interval group, the scores above 77 increase in terms the the number of frequencies. In addition to cogni-tive assessment, assessment of learning respon-ses is also performed. It aims to determine the student’s response to the learning that was con-ducted with Green Learning Method. Based on the learning response, the dominant scores of the 1st cycle is at intervals of 72-77 with a percenta-ge of 35.29%. There is an increase of pre-cycle dominant scores in the 64-73 score group with a percentage of 47.06%. The condition shows that the “GeLeM” method of learning is well received by students, compared to the practicum method and discussion without using “GeLeM” method.
The ability of SPS students in cycle 1 in-creased compared to pre-cycle, ie there was an increase in the number of students who had achieved the value of Skills Process of Science (SPS) above 90, the condition indicates a positive relationship between “GeLeM” learning method and the skill that is mastered by students during practicum activities.
Cycle 2
The learning activity of cycle 2 about Plantae material was held in 1 meeting. In accor-dance with the planning in RPS, the meeting has
implemented learning activities by applying the Green Learning Method using observation met-hods and surrounding environmental media. In learning Plantae, students observe the diversity of plants that exist in the environment around the campus in this case the Faculty of Mathematics and Natural Sciences. After observation, the stu-dents draw the observed plant species and give the organ’s information on the plant species. At the time of observation, the students also observed the surrounding environment, analyzed the envi-ronmental problems found and collected waste at the time of observation. It aims to make students more concerned about the cleanliness of the sur-rounding environment. In addition, the students also separated the organic and non-organic was-te found. The result of recapitulation of student achievement in cycle 2 can be seen in Table 3.
In learning activity of cycle 2, achievement of cognitive score is in score group with scores above 78 equal to 58,8%, while score limit be-low 77 equal to 41.2%. These conditions have shown a significant increase of the cycle. This means that the students are getting used to using the “GeLeM” method and the value interval also shows that the “GeLeM” method is able to imp-rove students’ cognitive value in understanding the material of the diversity of living creatures especially on Kingdom Plantae material. The class average score in cycle 1 reached 74 whi-le in cycwhi-le 2 reached 78. Based on the whi-learning response in cycle 2, the dominant value was in the interval group of 71-79 with the percentage of 44.12, an increase from cycle 1 which domi-nant score was in the interval of 72-77 with per-centage of 35.29%. The situation shows that the learning method “GeLeM” can be well received on the students, and influential both in learning. Good response from students shows that students interested in understanding the material by using “GeLeM” learning method.
Table 3. Distribution of student scores of cycle 2
Cognitif Response SPS
Int. Frek. % Int. Frek. % Int. Frek. %
63-67 2 5,9 44-52 1 2,94 79-81 1 2,94 68-72 3 8,8 53-61 6 17,65 82-84 0 0,00 73-77 9 26,5 62-70 3 8,82 85-87 3 8,82 78-82 13 38,2 71-79 15 44,12 88-90 10 29,41 83-87 4 11,8 80-88 5 14,71 91-93 13 38,24 88-92 3 8,8 90-98 4 11,76 94-96 7 20,59
E. N. Savitri et al./ JPII 6 (2) (2017) 237-244
cordance with the planning in RPS, the meeting implemented learning activities by applying the Green Learning Method using observation met-hods and surrounding environmental media. In Animalia learning, students observed the diversi-ty of animalia present in forests and beaches. Af-ter observation, students draw animals observed and give information to the organ of the animal species. At the time of observation, the students also observed the surrounding environment, ana-lyzed the environmental problems found and col-lected waste at the time of observation. Here is a recapitulation of student cognitive achievement in cycle 3. The result of recapitulation of student achievement in cycle 3 can be seen in Table 4.
Learning activity in cycle 3 achieved
cog-nitive scores above 78 equal to 85,3%, while sco-res below 77 equal to 58,8%. These conditions have shown a significant increase of the cycle. This means that the students are getting used to using the “GeLeM” method and the score inter-val also shows that the “GeLeM” method is able to improve students’ cognitive value in understan-ding the material of the diversity of living creatu-res especially on Kingdom Plantae material. The method can be applied well toimpro-ve students cognitiimpro-ve ability. The ability of SPS of students in cycle 2 increased compared to cycle 1, that is an increase of the number of students who succeeded in achieving the value of Scien-ce ProScien-cessing Skills (SPS) ≥ 90. In cycle 1, the group score ≥ 90 was 41.18% while in cycle 2 was 58, 83%. The condition indicates a positive cor-relation between “GeLeM” method of learning method and the science skill that is controlled by the students during the learning activity with “GeLeM” method.
Application of the “GeLeM” method can spur the increase of SPS to the students. The re-sults of cognitive learning and the ability of the student science process obtained up to cycle 2 have increased significantly. However, it is neces-sary to carry out the next cycle to find out the continuity of the action, so it can be assured that learning by applying the “GeLeM” method can still improve the cognitive and SPS scores in the next lesson.
Cycle 3
The activity of learning cycle 3 about the material Animalia was held in 1 meeting. In
Figure 3. Class Average Scores of Cycle 2
Table 4. Student Score Distribution of Cycle 3
Cognitive Response SPS
Int. Frek. % Int. Frek. % Int. Frek. %
74-77 5 14,7 79-82 4 11,76 84-85 1 2,94 78-81 9 26,5 83-86 10 29,41 86-87 0 0,00 82-85 8 23,5 87-90 13 38,24 88-89 1 2,94 86-89 6 17,6 91-94 4 11,76 90-91 6 17,65 90-93 4 11,8 95-98 2 5,88 92-93 10 29,41 94-97 2 5,9 99-100 1 2,94 94-95 16 47,06
The class average score in cycle 1 reached 74 while in cycle 2 reached 78. This shows a sig-nificant increase of the average value of the class. During the learning activities, assessment of the learning response is still carried out.
The dominant score based on learning res-ponses in cycle 3 is in the interval group score of 87-90 with the percentage of 38.24% which inc-rease from cycle 2 which dominant score is in the interval group score of 71-79 with the percentage of 44.12%. The condition shows that the learning method “GeLeM” can still be well received on the students, and it became good influence in learning.
The student’s SPS capability in cycle 3 inc-reased compared to cycle 1, which is the increase of the number of students who achieved the value of Science Skills Processing (SPS) ≥ 90. In cycle 2, the group value of ≥ 90 is 58.83% while in cycle 3 is 94, 12%. the condition indicates a positive cor-relation between “GeLeM” learning method and the science skill that is controlled by the students during the learning activity with “GeLeM” met-hod. This means that the more frequently applied the method, the more the students are trained in observation and other science activities. It imp-roved students’ science process skills to become better. The results of cognitive learning and the ability of the student science process obtained up to cycle 3 have increased constantly and signifi-cantly so that the cycle can be stopped.
Learning by applying the method “Ge-LeM” can increase the cognitive and SPS values in science learning, especially biology in the ma-terial of diversity of living things.
CONCLUSION
The concept of operational elaboration of Green Learning Method (GeLeM) in the con-cept of learning in universities is to give students
opportunities to develop personal relationships with nature as an aspect that a teacher candida-te should have. This concept also emphasized relationships with other people or species and activities of human beings on the planet, helped students move from a “direct-to-face” to futuris-tic-oriented, helped improve them in using mass media and (ICT) experience, included traditional knowledge and local wisdom, integrated multiple related disciplines, fostered consciousness in lear-ning nature, as well as utilized natural resources as a source of learning.
Common biology lectures that use the met-hod of Green Learning Metmet-hod (GeLeM) can be collaborated with the planting of conservation in-sights on the students. In this study, the students are able to find the concept that comes from the environment (nature), students can also love and care for the environment as a vehicle for learning. Learning by applying the “GeLeM” method can improve the average of cognitive score, learning responsiveness and the ability of student SPSs in science learning especially biology in the material of diversity of living things.
REFERENCES
Ardhi, M. W., Yuhanna, W. L., & Prabowo, S. A. (2014, December). Implementasi Green Learn-ing Method (GeLem) dalam Pengembangan Bahan Ajar Berbasis Potensi Lokal di Wana Wisata Grape, Kecamatan Wungu, Kabupaten Madiun. In Prosiding SNPS (Seminar Nasional
Pendidikan Sains) (Vol. 1).
Astuti, Y., & Setiawan, B. (2013). Pengembangan Lem-bar Kerja Siswa (LKS) Berbasis Pendekatan Inkuiri Terbimbing Dalam Pembelajaran Ko-operatif Pada Materi Kalor. Jurnal Pendidikan
IPA Indonesia, 2(1), 15-22.
Dewi, S. (2008). Keterampilan Proses Sains. Bandung: Tinta Emas Publishing.
Dimyati, & Mudjiono. (2009). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
E. N. Savitri et al./ JPII 6 (2) (2017) 237-244
Khan, M., & Iqbal, M. Z. (2011). Effect of Inquiry Lab Teaching Method on the Development of Sci-entific Skills Through the Teaching of Biology in Pakistan. Language in India, 11(1), 169-178. Ngabekti, Sri., Saiful Ridlo., Peniati, Martanto. (2017).
Meta-analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Proc-ces. Jurnal Pendidikan IPA Indonesia, Vol 6(1), 153-164.
Nur, M. (2011). Modul keterampilan-keterampilan proses sains. Universitas Negeri Surabaya Pusat
Sains dan Matematikan Sekolah, Surabaya.
Putra, S. R. (2013). Desain belajar mengajar kreatif
berba-sis sains. Jogjakarta: Diva Perss.
Sayekti, IC., Sarwanto., Suparmi. (2012). Pembela-jaran IPA Menggunakan Pendekatan Inkuiri terbimbing Melalui Metode Eksperimen dan Demonstrasi Ditinjau dari Kemampuan Anali-sis dan Sikap Ilmiah Siswa. Jurnal Inkuiri Vol 1 (2), 142-153.
Sugiyono. (2013). Metode Penelitian Pendidikan
Pendeka-tan Kuantitatif, Kualitatif. Bandung: Alfabeta.
Towndrow, P. A., Ling, T. A., & Venthan, A. M. (2008). Promoting Inquiry Through Science Reflective Journal Writing. Eurasia Journal of Mathematics,
Science & Technology Education, 4(3), 279-283. Trianto, S. P., & Pd, M. (2007). Model-model
Pembelaja-ran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka.
Wahyuni, S., Indrawati, I., Sudarti, S., & Suana, W. (2017). Developing Science Process Skills And Problem Solving Abilities Based On Outdoor Learning In Junior High School. Jurnal
Pendidi-kan IPA Indonesia, 6(1), 165-169.
Wibowo, P. H., Indrowati, M., & Sugiharto, B. (2013). Pengaruh Penggunaan Modul Hasil Peneli-tian Bentos Pada Pokok Bahasan Pencemaran Lingkungan Terhadap Keterampilan Proses Sains Siswa Kelas X Sma Negeri 1 Mojolaban Tahun Pelajaran 2011/2012. Jurnal Pendidikan
Biologi, 5(1), 70-80.
Widowati, Asri. 2017. Developing Science Learning Material with Authentic Inquiry Learning Ap-proach to Improve Problem Solving and Scien-tific Attitude. Jurnal Pendidikan IPA Indonesia,
6(1), 32-40.
Yulianti, D. & Wiyanto. 2009. Perancangan Pembe-lajaran Inovatif. Semarang: Lembaga
Pengem-bangan Pendidikan dan Profesi Universitas Negeri Semarang.
Yuniyanti, E. D., & Sunarno, W. Haryono. 2012. Pem-belajaran Kimia Menggunakan Inkuiri Ter-bimbing dengan Media Modul dan E-Learning ditinjau dari Kemampuan Pemahaman Mem-baca dan Kemampuan Berpikir Abstrak. Jurnal
